Philosophy of education on the example of the films „The Shawshank Redemption“ and „The Boy in the Striped Pajamas“ This paper will analyze the prison drama “The Shawshank Redemption” (Frank Darabont, 1994) and the war drama “The Boy in the Striped Pajamas” (Mark Herman, 2008) in the context of the philosophy of education. The basic motives of both films, the main characters, the issues covered through the films and the basic philosophical concepts that permeate these dramas will be singled out and analyzed. We know that film art in modern times certainly makes people's everyday lives, and therefore we must not neglect its impact on people (especially young people) in the context of personality formation, attitudes and ways of thinking. With this in mind, this paper will elaborate on the philosophical-educational dimension of these dramas. "The Shawshank Redemption" is a prison drama set around Andy Dufresne, a character who is unjustly accused of killing his wife and her lover and sent to Shawshank to serve a long prison sentence. In prison, he meets Red, who is also the protagonist of this film. After successfully manipulating the warden and patiently drilling a tunnel in his cell for many years, which he hid behind Rita Hayworth's poster, Andy manages to expose the prison in the context of corruption and escape from prison through the tunnel. "The Boy in the Striped Pajamas" is a war drama set around an eight-year-old boy, Bruno, son of a concentration camp commandat during World War II. Without his parents knowing, Bruno meets Shmuel, an eight-year-old boy who was an inmate in the camp, over the fence of the concentration camp. Despite the family doctrine of the evil of the Jews, Bruno's friendship with Shmuel grows and he decides to enter the camp to help Shmuel find his father. The film ends with a scene of a closed door of a gas chamber in which camp inmates die, including boys Bruno and Shmuel.